UNIVERSITY OF TRINIDAD AND TOBAGO

COURSE NAME: Pedagogy of Science

COURSE CODE: SCIE2002

ASSIGNMENT: Lesson Plan and Micro-Teaching

STUDENTS’ NAME AND ID:

Alaina Dooghar Richardson - 79923

Kyle Kanhai - 87902

Kimberly Suenarine - 87626

Sushmita Teeluck- 86518

NAME OF LECTURER: Dr. Jerome Joseph

DUE DATE: November 6th, 2020

LESSON PLAN:

SECTION A (General Information)

Date: 10/26/2020

Subject: Science

Topic: Living and Non-Living Things

Class: Infants Two

No. of Students: 24 students Boys: 14 Girls: 10

Age Range: 6-7 Average Age: 6 ½

No. present: 22 students

SECTION B (Lesson Information)

Objectives:

Students will be able to:

· Define what are living and non-living things.

· Distinguish between the attributes of living and non-living things.

· Choose which items are living and non-living things.

Previous Knowledge/Experience:

● How things grow.

● The need for things to move, breathe and eat.

● What living things do?

Description of Classroom Environment:

The classroom is very spacious. It contains twelve (12) 2 seat desks. There are two rows of six

desks. There are two large windows, two fans and one ceiling fan to allow suitable ventilation.

The light is very well maintained as there are two double fluorescent lights and natural light

coming from the two large windows. There is one teacher’s desk, a whiteboard, 2 shelves; one

for lunch bags and another for books, and two cupboards.

Inquiry skills:

● Observation.

● Exploration seeking.

Main Concept: For students to be able to distinguish and identify the attributes of living and

non-living things.

Resources:

● A living fish

● Fish tank

● Beach ball

● Computer
 ● Webcam

Safety procedures:

● Do not insert anything into the fish tank.

● Be careful around the fish tanks.

● Do not feed fishes.

ENGAGEMENT/ (Set Induction/Introduction) – The teacher will present both a living and

non-living thing to the class. The teacher will conduct a discussion about both items and ask

students if they think they are a living or non-living thing. The students will also be asked if they

can remember what we need to survive (the teacher will write food, water, air, shelter on the

board). The teacher will then introduce today’s lesson on living and nonliving things.
 SECTION C: CONTENT/ BODY OF THE LESSON
CONTENT
SECTION 1
EXPLORATION
Define what are living
and non-living things. Chart:
In the Cognitive
domain, remembering
is a skill which is
developed with this
objective as it requires
the students to recall
the definition of living
and non-living things.
DESCRIPTION OF TEACHER DESCRIPTION OF
ACTIVITIES PUPIL ACTIVITIES
● Teacher will present students with a
chart.
● Students will
observe the chart.
● Students will listen
to the teacher
reading the chart.
● Students will read
along with the
teacher.
● Students will follow
instructions by
● The teacher will read the chart to the
raising their hand
students
and answering
● The teacher will ask students to read
questions.
along with her.
● The teacher will instruct students to
raise their hands if they think they can
 answer the pose questions.

Questions:

- What is in this picture?

- Is this a living or non-living thing?

- How do you know this is a living

thing?

- How do you know this is a non-living

thing?

SECTION 2

EXPLANATION

Distinguish between ● The teacher will instruct students to ● Students will follow

the attributes of living raise their hand if they think they instructions and

and non-living things. know the answer to the posed guided answer the posed

question. question.
In the cognitive
● While students answer the posed ● Students will
domain, the process
question, the teacher will write down observe what the
skill of application is
what is being said by the students, on teacher is writing on
developed from this
the whiteboard. the board.
objective where

students will be able to Questions:

apply the knowledge

they learnt in -What do you think living things need to

distinguishing the survive?

differences between
-Does non-living things need the same are
living and non-living
living things?
things.

-Do living things eat?

● Two students will

-Do non-living things eat?
volunteer to read.

● Teacher will ask two students to

volunteer to read the final information

on the whiteboard.
SECTION 3

EXPANSION
● Teacher will present a number of
Choose which item is items to students. ● Students will

living or non-living ● Teacher will instruct students to observe items.

things. choose a partner to work with. ● Students will choose

● Teacher will instruct each peer to a partner.

The cognitive domain
observe the items and determine if ● Students will
skill of organization is
the item are living or non-living observe items and
developed here as the
things. determine if the
students would have to
items are living or
organize and
non-living things.
distinguish the items ● Teacher will give each peer a chance
● Students will share
representing living and to share their opinion with the class.
their responses and
non-living things.
opinions with the

class.

● Students will listen

and contribute to

their classmate’s

opinions.
SECTION D (Summary/closure and Assessment)

Closure: Teacher will conduct a discussion with students about today’s lesson. The teacher will

pose questions while students brainstorm and respond. Eg. What is a non-living thing?

Evaluation/Assessment: Teacher will use an interactive worksheet to assess each student.

https://www.liveworksheets.com/search.asp?content=living+and+non+living+things

Lesson Appraisal/ reflection:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
 Peer Evaluation Form for Group Work

Topic Assigned: Lesson Plan and Micro-Teaching

Write the name of each of your group members in a separate row. For each person, indicate (YES, NO)

whether they have met the criteria listed. Where a ‘NO’ is listed, kindly explain why this conclusion was

made. You may use an extra sheet of paper for your explanations.

Attended group Contributed Completed Prepared Demonstrated Contributed

Evaluation/ meetings regularly meaningfully assigned work in a a cooperative significantly
Criteria and arrived on to group parts on quality and supportive to the success
time discussions time manner attitude of the project

Group Yes Yes Yes Yes Yes Yes

member 1

Alaina
Dooghar
Richardson
(79923)

Group Yes Yes Yes Yes Yes Yes

member 2

Kyle Kanhai
(87902)

Group Yes Yes Yes Yes Yes Yes

member 3

Kimberly
Suenarine
(87626)
 Group Yes Yes Yes Yes Yes Yes
member 4

Sushmita
Teeluck
(86518)

All group members have verified the information from the table above.

Rubric for Lesson

Heading Criteria: Max Awarded mark

mark

Cover Page - complete 1 1

Demographics - all included 1 2

- some included 1
Objectives Cognitive 4

- at least one higher order 1

- objectives not trivial 1

- measurable

- age appropriate learning 1

outcome.

- student oriented
1
- psychomotor and affective if
appropriate included.

Previous Knowledge and - previous Knowledge and 1 2

possible misconceptions – experiences stated

- alternative and
misconceptions 1

Inquiry skills - at least one high order 1 2

- appropriate to activities 1

Safety - appropriate to activities 1 1

Resources - matches lesson activates 1 2

- appropriate to activities 1

Theme - identified 1 1

Umbrella idea - identified 1 2

 - used 1

Introduction - captures attention 1 4

Engagement - finds out prior knowledge 1

and misconceptions

- is related to topic,
1
- includes a statement on
expected learning outcome 1

Main concept - Accurate & concise 1 2

- reflects the overarching 1

science concept

Teaching learning Exploration 4

activities
- students collect data 1
Explore
– activities suitable for
concept development
1
- activities suitable for age
group

- process skills developed. 1

1
Teaching learning Explanation 4

Explain – discusses students’ data 1

- develops conclusions 1
through interpretation and
inferences of key concepts

- introduces labels, clarifies

misconceptions.
1
- explains key concepts

Teaching learning Expansion 3

Expand – application of concepts to 2

everyday life, technology,
society

- develops peripheral concepts

- Elicits from students or 2 2

provides students with main
Closure concepts of the lesson.
 - on going assessment done 1 4

Assessment Summative assessment

Evaluation - each objective is matched to 1

an assessment.

- suitable
1
- creative
1

Sub total 40

20% of Grade = Subtotal X ½ 20

Lesson Plan (20% of Grade) 20

Microteaching (10% of Grade) 10

30% of Grade = Total 30